کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6834594 | 1434523 | 2018 | 33 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
The relationship between ICT and student literacy in mathematics, reading, and science across 44 countries: A multilevel analysis
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موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
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چکیده انگلیسی
This study conceptualized ICT as multi-level (country-, school-, and student-level) constructs and examined their relationships with student mathematics, reading, and scientific literacy. Three-level hierarchical linear models (HLM) were employed to analyse the Programme for International Student Assessment (PISA) 2015 data of 305,414 15-year-old students from 11,075 schools across 44 countries. The findings indicated that (i) national ICT skills had a more positive effect on student academic performance than did national ICT access and use; (ii) students ICT availability at school positively associated with student academic success, whereas student ICT availability at home negatively associated with student academic success; (iii) student ICT academic use negatively correlated with student performance, while ICT entertainment use positively correlated with student performance; and (v) student attitudes toward ICT demonstrated mixed effects on student academic success - specifically, student interest, competence, and autonomy in using ICT had positive correlations, while student enjoyment of social interaction around ICT had a negative correlation with student academic performance.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Computers & Education - Volume 125, October 2018, Pages 1-13
Journal: Computers & Education - Volume 125, October 2018, Pages 1-13
نویسندگان
Xiang Hu, Yang Gong, Chun Lai, Frederick K.S. Leung,